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The Effects of Instruction on Children's Understanding of the "Equals" Sign
"equals" sign as "the same as"-that is, as a "relational" symbol (e.g., Behr, Erlwanger, & Nichols 1976, 1980; Van de Walle 1980). Instead, primary school children appear to interpret the sign in
Children's Mathematical Thinking: A Developmental Framework for Preschool, Primary, and Special Education Teachers
This book provides a framework for understanding children's mathematical development and the ways in which it can go wrong. The author first summarizes the major theoretical and practical research on
Why Children Have Difficulties Mastering the Basic Number Combinations and How to Help Them
By the National Council of Teachers of Mathematics, Inc. www.nctm.org. All rights reserved. NCTM is not responsible for the accuracy or quality of the translation
The Development of Counting Strategies for Single-Digit Addition.
Over 9 months, structured clinical interviews with 17 kindergartners were used to study (a) the learning of a concrete counting strategy for addition, (b) the transition from concrete to mental
An Alternative Reconceptualization of Procedural and Conceptual Knowledge.
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THE DEVELOPMENTAL BASES FOR EARLY CHILDHOOD NUMBER AND OPERATIONS STANDARDS
This chapter is based on papers presented at the symposium “Linking Research and the New Early Childhood Mathematics Standards” at the Research Presession of the annual meeting of the National
Children's Relational Knowledge of Addition and Subtraction
Knowledge of addition combinations has long been thought to facilitate the learning of subtraction combinations (e.g., 8 - 5 = ? can be answered by thinking 5 + ? = 8). Indeed, it follows from
The development of arithmetic concepts and skills: Constructing adaptive expertise
TLDR
This book discusses the development of Adaptive Expertise and Flexibility and neuropsychological Findings on Conceptual Knowledge of Arithmetic in children with Specific Language Impairments and young adults' strategic Choices in Simple Arithmetic.
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